Universal Design for Instruction

1. Universal Design for Instruction

2. Principle 5 : Tolerance for error Instruction anticipates variation in individual student learning pace and prerequisite

3. What is UDI? “The design of instructional materials and activities that makes the learning goals achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember” (Council for Exceptional Children)

4. What is UDI? Simply stated, UDI is an essential element of good teaching to proactively meet the needs of diverse learners.

5. Principles of UDI (or L or E)(Scott, McGuire, & Shaw, 2001) Equitable use Flexibility in use Simple and intuitive Perceptible information Tolerance for error Low physical effort Size and space for approach and use A community of learners Instructional climate

6. Equitable Use Instruction is designed to be useful to and accessible by people with diverse abilities. Instruction is identical whenever possible, equivalent when not. Example of Apllication: Use of web-based courseware products with links to on-line supports and resources so all students can access materials as needed regardless of varying academic preparation, need for review of content, distance from campus, etc Another Ex: All students use pause procedure, guided notes, and graphic organizers; not just those with disabilities/low achievers.

7. Flexibility in Use Instruction accommodates a wide range of individual abilities. Provide choice in methods of use. Example 1: Use of varied instructional methods (lecture with a visual outline, group activities, use of stories, or web board based discussions) to provide different ways of learning and experiencing knowledge. Ex 2: Use varied instructional methods group activities (pause procedure) hands-on activities web-based discussions

8. Simple and Intuitive Instruction is designed in a straightforward and predictable manner, regardless of the student's experience, knowledge, language skills, or current concentration level. Eliminate unnecessary complexity. Examples: clear grading rubric accurate and comprehensive syllabus

9. Perceptible Information Necessary information is communicated effectivelyregardless of ambient conditions or the student's sensory abilities. Examples: reading material in digital format and/or on-line so students with diverse needs (e.g., vision, learning, attention, English as a Second Language) can access materials through traditional hard copy or with the use of various technological supports (e.g., screen reader, text enlarger, on-line dictionary). graphic organizers, guided notes, pause procedure repeat key terms/phrases

10. Tolerance for Error Instruction anticipates variation in learning pace and prerequisite skills. Examples: Structuring a long-term course project so that students have the option of turning in individual project components separately for constructive feedback and for integration into the final product.  provide frequent feedback on-line “practice” exercises pause procedure, guided notes

11. Low Physical Effort Minimize nonessential physical effortin order to allow maximum attention to learning does not apply when physical effort is integral to course Ex: Allow students to use a word processor for writing essay exams

12. Size and Space for Approach and Use Consider appropriate size and space for approach, reach, manipulations, and use regardless of a student's body size, posture, mobility, and communication needs. Ex: circular seating arrangement allows students to see and face speakers during discussion— important for students with attention deficit disorder or who are deaf or hard of hearing. 

13. A Community of Learners The instructional environment promotes interaction and communicationamong students and between students and faculty. Examples: Fostering communication among students in and out of class by structuring study groups, discussion groups, e-mail lists, or chat rooms. learn students’ names acknowledge excellent performance

14. Instructional Climate Instruction is welcoming and inclusive. High expectationsespoused for all students Ex: A statement in the class syllabus affirming the need for class members to respect diversity in order to establish the expectation of tolerance as well as encourage students to discuss any special learning needs with the instructor. highlight diverse thinkers share innovative approaches developed by students

15. UDI Goal • The goal of UDI is to maximize the learning of all students by applying UD principles to all aspects of instruction (e.g., delivery methods, physical environment, information resources, technology, personal interactions, and assessments.

16. UDI Guidelines and Examples • Universal design principles can be applied to many products and environments. • Using the Center of UD format, UDI can be defined as the design of instruction to be usable by all students, without the need for adaptation or specialized design.

17. Application of UD • Universal design principles can be applied to the overall design of instruction as well as to specific instructional materials, facilities, and strategies (such as lectures, classroom discussions, group work, web-based instruction, labs, field work, and demonstrations).

18. Curriculum • Universally designed curriculum provides students with a wide range of abilities, disabilities, ethnic backgrounds, language skills, and learning styles multiple means of representation, action and expression, and engagement (called Universal Design for Learning by the Center for Applied Special Technology (CAST), http://www.cast.org/).

19. UDL • CAST has focused specifically on the application of UD to curriculum. • Specifically, CAST defines Universal Design for Learning (UDL) as "a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. • UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all." • UDL calls for the integration of multiple means of representation, action and expression, and engagement into course curriculum.

20. UDL guidelines • Developed by CAST, promote the development of curriculum that includes options for (1) perception; (2) language, expressions, and symbolism; (3) comprehension; (4) physical action; (5) expressive skills and fluency; (6) executive functions; (7) recruiting interest; (8) sustaining effort and persistence; and (9) self-regulation

21. Examples of Instruction • Listed below are examples of instruction that employ principles of UD. They are organized under eight performance indicator categories, with general guideline for each (Burgstahler, 2007).

22. Categories • Class climate. Adopt practices that reflect high values with respect to both diversity and inclusiveness. • Example: Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs.

23. Interaction • Encourage regular and effective interactions between students and the instructor and ensure that communication methods are accessible to all participants. • Example: Assign group work for which learners must support each other and that places a high value on different skills and roles.

24. Physical environments and products. • Ensure that facilities, activities, materials, and equipment are physically accessible to and usable by all students, and that all potential student characteristics are addressed in safety considerations. • Example: Develop safety procedures for all students, including those who are blind, deaf, or wheelchair users.

25. Delivery methods • Use multiple, accessible instructional methods that are accessible to all learners. • Example: Use multiple modes to deliver content; when possible allow students to choose from multiple options for learning; and motivate and engage students-consider lectures, collaborative learning options, hands-on activities, Internet-based communications, educational software, field work, and so forth.

26. Information resources and technology • Ensure that course materials, notes, and other information resources are engaging, flexible, and accessible for all students. • Example: Choose printed materials and prepare a syllabus early to allow students the option of beginning to read materials and work on assignments before the course begins. Allow adequate time to arrange for alternate formats, such as books in audio format.

27. Feedback • Provide specific feedback on a regular basis. • Example: Allow students to turn in parts of large projects for feedback before the final project is due.

28. Assessment • Regularly assess student progress using multiple accessible methods and tools, and adjust instruction accordingly. Example: Assess group and cooperative performance, as well as individual achievement. • .

29. Accommodation Plan for accommodations for students whose needs are not met by the instructional design. Example: Know campus protocols for getting materials in alternate formats, rescheduling classroom locations, and arranging for other accommodations for students with disabilities.

30. Employing UD • Employing UD principles does not eliminate the need for specific accommodations for students with disabilities. • For example, you may need to provide a sign language interpreter for a student who is deaf. • However, applying universal design concepts in course planning ensures full access to the content for most students and minimizes the need for special accommodations. • For example, designing web resources in accessible formats as they are developed means that no redevelopment is necessary if a blind student enrolls in the class.

31. UDI Benefits • UD benefits students with disabilities but also benefits others. • For example, captioning course videos, which provides access to deaf students, is also a benefit to students for whom English is a second language, to some students with learning disabilities, and to those watching the tape in a noisy environment. • Delivering content in redundant ways can improve instruction for students with a variety of learning styles and cultural backgrounds. Letting all students have access to your class notes and assignments on a web site benefits students with disabilities and everyone else.

32. UDI Application Checklist • It minimizes the need to alter it for anyone. For a complete UDI application checklist, consult Equal Access: Universal Design of Instruction at http://www.washington.edu/doit/Brochures/Academics/equal_access_udi.html

33. UDI Process • To apply UDI, an instructor should consider the potential variation in individual skills, learning styles and preferences, age, gender, culture, abilities, and disabilities as they select appropriate strategies for the delivery of instruction and then apply universal design to all course activities and resources. Specifically, the instructor needs to • 1. Identify the course. Describe the course, its learning objectives, and its overall content. • 2. Define the universe. Describe the overall population of students eligible to enroll in the course and then consider their potential diverse characteristics (e.g., with respect to gender; age; ethnicity and race; native language; learning style; and abilities to see, hear, manipulate objects, read, and communicate). • 3. Involve students. Consider perspectives of students with diverse characteristics, as identified in Step 2, in the development of the course. If they are not available directly from students, gain student perspectives through diversity programs such as the campus disability services office.

34. More • 4. Adopt instructional strategies. Adopt overall learning and teaching philosophies and methods. Integrate these practices with universal design guidelines or strategies for learning or instruction. • 5. Apply instructional strategies. Apply universal design strategies in concert with good instructional practices (both identified in Step 4) to the overall choice of course teaching methods, curricula, and assessments. Then apply universal design to all lectures, classroom discussions, group work, handouts, web-based content, labs, fieldwork, assessment instruments, and other academic activities and materials to maximize the learning of students with the wide variety of characteristics identified in Step 2.

35. Even More • 6. Plan for accommodations. Learn campus procedures for addressing accommodation requests (e.g., arrangement of sign language interpreters) from specific students for whom the course design does not automatically provide full access. • 7. Evaluate. Monitor the effectiveness of instruction through observation and feedback from students with the diverse set of characteristics identified in Step 2, assess learning, and modify the course as appropriate.

36. Another View of UDI’s Guiding Principles Multiple/alternative means of: Representation Engagement Expression Students can do an oral presentation, write a paper, or take a multiple choice test

37. Links to UDI Resources www.cast.org/, center for applied special technology site devoted to UDI www.washington.edu/doit/, U. of Washington’s Do-It program’s site, extensive resources for UDI www.facultyware.uconn.edu/, U. of Connecticut’s site devoted to UDI for faculty http://www.washington.edu/doit/Brochures/PDF/equal_access_uddl.pdf, brochure regarding UDI for distance learning www.oln.org/ILT/ada/Fame/help_1.html, Ohio State’s site devoted to UDI for faculty and administrators www.ferris.edu/htmls/colleges/university/disability/faculty/udl.cfm, overview of UDI

38. More Links to UDI Resources www.zeff.com/4C-UDL/UDresources.htm, list of UDI resources http://telr.osu.edu/dpg/fastfact/fastfactcolor/Universal.pdf, fast facts regarding UDI and good teaching teachingeverystudent.blogspot.com/2007/01/free-technology-toolkit-for-udl-in-all_12.html, free technology-related resources gwired.gwu.edu/dss/Newsletters/Fall05UDL/, guide for making assignments/syllabi accessible http://kysig.louisville.edu/whatis.htm, UDI description with specific examples